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Math anxiety-contributing school and individual level factors

Authorized Users Only
2015
Authors
Radišić, Jelena
Videnović, Marina
Baucal, Aleksandar
Article (Published version)
Metadata
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Abstract
PISA 2003 survey data indicate high levels of mathematics anxiety among students in Serbia. More than a half of Serbian students are concerned with whether they will have difficulties in a mathematics class or earn poor marks. At the same time, the achievement on the mathematical literacy scale is very poor. Building on control-value theory, the analysis in this paper focuses on exploring possible correlates of math anxiety, separating the school level factors from individual level factors (HLM), and differences between different groups of students in respect to their relationship towards mathematics (hierarchical cluster analysis). Data suggest high levels of anxiety within the Serbian student body to be a rather systemic problem not contributed to a particular school. Approximately 6 % of the total variance in math anxiety is explained by the between schools differences, while 94 % of differences accounts for the within the school variance. The achievement and interest in mathematics..., high mathematics self-concept, and school and classroom atmosphere are associated with a lower level of math anxiety. The only school level factor that has a minor, but significant effect is the index of economic, social, and cultural status. Based on students' attitudes towards mathematics, they can be divided into three clusters. Dimensions that distinguish the clusters are interest in mathematics and presence of math anxiety. The group displaying anxiety, scores the lowest among the three in math achievement.

Keywords:
Two level analyses / School factors / PISA / Mathematics anxiety / HLM
Source:
European Journal of Psychology of Education, 2015, 30, 1, 1-20
Publisher:
  • Springer, New York
Funding / projects:
  • From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)
  • Identification, measurement and development of the cognitive and emotional competences important for a Europe-oriented society (RS-179018)

DOI: 10.1007/s10212-014-0224-7

ISSN: 0256-2928

WoS: 000351396400001

Scopus: 2-s2.0-84925004835
[ Google Scholar ]
34
17
URI
http://reff.f.bg.ac.rs/handle/123456789/1947
Collections
  • Radovi istraživača / Researcher's publications - Institut za psihologiju
  • Radovi istraživača / Researcher's publications - Odeljenje za psihologiju
Institution/Community
Psihologija / Psychology
TY  - JOUR
AU  - Radišić, Jelena
AU  - Videnović, Marina
AU  - Baucal, Aleksandar
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/1947
AB  - PISA 2003 survey data indicate high levels of mathematics anxiety among students in Serbia. More than a half of Serbian students are concerned with whether they will have difficulties in a mathematics class or earn poor marks. At the same time, the achievement on the mathematical literacy scale is very poor. Building on control-value theory, the analysis in this paper focuses on exploring possible correlates of math anxiety, separating the school level factors from individual level factors (HLM), and differences between different groups of students in respect to their relationship towards mathematics (hierarchical cluster analysis). Data suggest high levels of anxiety within the Serbian student body to be a rather systemic problem not contributed to a particular school. Approximately 6 % of the total variance in math anxiety is explained by the between schools differences, while 94 % of differences accounts for the within the school variance. The achievement and interest in mathematics, high mathematics self-concept, and school and classroom atmosphere are associated with a lower level of math anxiety. The only school level factor that has a minor, but significant effect is the index of economic, social, and cultural status. Based on students' attitudes towards mathematics, they can be divided into three clusters. Dimensions that distinguish the clusters are interest in mathematics and presence of math anxiety. The group displaying anxiety, scores the lowest among the three in math achievement.
PB  - Springer, New York
T2  - European Journal of Psychology of Education
T1  - Math anxiety-contributing school and individual level factors
EP  - 20
IS  - 1
SP  - 1
VL  - 30
DO  - 10.1007/s10212-014-0224-7
ER  - 
@article{
author = "Radišić, Jelena and Videnović, Marina and Baucal, Aleksandar",
year = "2015",
abstract = "PISA 2003 survey data indicate high levels of mathematics anxiety among students in Serbia. More than a half of Serbian students are concerned with whether they will have difficulties in a mathematics class or earn poor marks. At the same time, the achievement on the mathematical literacy scale is very poor. Building on control-value theory, the analysis in this paper focuses on exploring possible correlates of math anxiety, separating the school level factors from individual level factors (HLM), and differences between different groups of students in respect to their relationship towards mathematics (hierarchical cluster analysis). Data suggest high levels of anxiety within the Serbian student body to be a rather systemic problem not contributed to a particular school. Approximately 6 % of the total variance in math anxiety is explained by the between schools differences, while 94 % of differences accounts for the within the school variance. The achievement and interest in mathematics, high mathematics self-concept, and school and classroom atmosphere are associated with a lower level of math anxiety. The only school level factor that has a minor, but significant effect is the index of economic, social, and cultural status. Based on students' attitudes towards mathematics, they can be divided into three clusters. Dimensions that distinguish the clusters are interest in mathematics and presence of math anxiety. The group displaying anxiety, scores the lowest among the three in math achievement.",
publisher = "Springer, New York",
journal = "European Journal of Psychology of Education",
title = "Math anxiety-contributing school and individual level factors",
pages = "20-1",
number = "1",
volume = "30",
doi = "10.1007/s10212-014-0224-7"
}
Radišić, J., Videnović, M.,& Baucal, A.. (2015). Math anxiety-contributing school and individual level factors. in European Journal of Psychology of Education
Springer, New York., 30(1), 1-20.
https://doi.org/10.1007/s10212-014-0224-7
Radišić J, Videnović M, Baucal A. Math anxiety-contributing school and individual level factors. in European Journal of Psychology of Education. 2015;30(1):1-20.
doi:10.1007/s10212-014-0224-7 .
Radišić, Jelena, Videnović, Marina, Baucal, Aleksandar, "Math anxiety-contributing school and individual level factors" in European Journal of Psychology of Education, 30, no. 1 (2015):1-20,
https://doi.org/10.1007/s10212-014-0224-7 . .

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